Theoretical And Methodological Foundations Of Developing Prospective Teachers’ Lesson Planning Skills Based On Interdisciplinary Integration

Abstract

This thesis examines the theoretical and methodological foundations of developing prospective teachers’ lesson planning skills through interdisciplinary integration. The study focuses on the pedagogical potential of combining knowledge, teaching methods, and learning objectives from different academic disciplines within a coherent instructional framework. A qualitative analysis of scientific literature was employed to identify the conceptual principles underlying interdisciplinary lesson planning. The findings indicate that interdisciplinary integration requires prospective teachers to establish meaningful connections between subjects, formulate integrated learning objectives, select appropriate instructional strategies, and develop assessment criteria reflecting interdisciplinary learning outcomes. Particular attention is given to constructivist learning theory, pedagogical content knowledge, and constructive alignment. The study proposes a conceptual approach to improving prospective teachers’ methodological preparation through interdisciplinary lesson design and reflective evaluation.